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Effects of using educational robotics at the elementary school levelFlores, Vega Rishelline Anne 01 January 2006 (has links)
The purpose of this research was to learn more about the uses and benefits of educational robotics in an elementary school curriculum.
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An Investigation into Teacher Support of Science Explanation in High School Science Inquiry UnitsHoffenberg, Rebecca Sue 18 July 2013 (has links)
The Framework for K-12 Science Education, the foundation for the Next Generation Science Standards, identifies scientific explanation as one of the eight practices "essential for learning science." In order to design professional development to help teachers implement these new standards, we need to assess students' current skill level in explanation construction, characterize current teacher practice surrounding it, and identify best practices for supporting students in explanation construction. This multiple-case study investigated teacher practice in eight high school science inquiry units in the Portland metro area and the scientific explanations the students produced in their work samples.
Teacher Instructional Portfolios (TIPs) were analyzed with a TIP rubric based on best practices in teaching science inquiry and a qualitative coding scheme. Written scientific explanations were analyzed with an explanation rubric and qualitative codes. Relationships between instructional practices and explanation quality were examined.
The study found that students struggle to produce high quality explanations. They have the most difficulty including adequate reasoning with science content. Also, teachers need to be familiar with the components of explanation and use a variety of pedagogical techniques to support students' explanation construction. Finally, the topic of the science inquiry activity should be strongly connected to the content in the unit, and students need a firm grasp of the scientific theory or model on which their research questions are based to adequately explain their inquiry results.
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The effective research-based characteristics of professional development and how they relate to the National Science Foundation's GK-12 ProgramCormas, Peter C. 29 August 2008 (has links)
Not available
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A study on the predictive power of HKCE examination results regarding the performance in HKAL examination for science studentsFu, Tak-wah., 傅德華. January 1989 (has links)
published_or_final_version / Statistics / Master / Master of Social Sciences
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The effect of some common teaching strategies used in issues educationon secondary school students' attitudes towards nuclear powerLam, Cho-lung., 林楚龍. January 1994 (has links)
published_or_final_version / Education / Master / Master of Education
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The relationship between achievement in and attitude towards science, approach to learning and classroom environmentMa, Kin-hing., 馬健慶. January 1994 (has links)
published_or_final_version / Education / Master / Master of Education
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Teacher thinking: a comparison of science elective and non-science elective primary school teachersSo, Wing-mui, Winnie., 蘇詠梅. January 1996 (has links)
published_or_final_version / Education / Master / Master of Education
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An investigation on how grade 8 learners make sens of static electricity through exploring their cultural beliefs and experiences about lightning: a case studyNanghonga, Ottilie Mwanyenenange January 2013 (has links)
Lightning as a natural phenomenon is shallowly presented in the Namibian curriculum documents such as the syllabus and textbooks. This gap in curriculum triggered my interest to investigate whether learners’ meaning-making in static electricity was enabled or constrained by elicitation and integration of their cultural beliefs and experiences about lightning and by their practical activities. This study was conducted with my grade 8 learners at the school where I am currently teaching. The school is located in a rural area in Ohangwena region in Northern Namibia. The study is situated within an interpretive paradigm. Within the interpretive paradigm, a qualitative case study approach was adopted. I considered this methodological orientation appropriate in this study as it allowed me to use the following data gathering methods: document analysis, brainstorming, discussions and presentations, semi-structured interview, focus group interview, observation and an assessment test. Multiple methods to gather data were used for triangulation and validation purposes. For data analysis purposes, the data sets were colour-coded to derive themes and analytical statements. Ethical considerations were also taken seriously in this study and all participants gave consent. An analysis of data revealed that there is no learning objective or basic competence in the Namibian Physical Science syllabus for grade 8-10 that requires learners to bring in their cultural beliefs and experiences, in particular, about lightning. Yet the study revealed that learners possess a lot of prior everyday scientific and non-scientific knowledge and experiences about lightning that they had acquired from their communities. Also, mobilization of learners' everyday knowledge and experiences about lightning enabled learner engagement during the science lessons. Likewise, engaging learners in practical activities in static electricity helped them to make meaning of scientific concepts. Based on my research findings, I therefore, recommend that learners' prior everyday knowledge and experiences about lightning should be incorporated during teaching and learning of the topic on static electricity.
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What makes a quality Ph.D. program in library and information sciences?Klingler, Scott Lavell 12 1900 (has links)
The intent of this study was to establish and validate criteria for use to assess the quality of a library and information sciences (LIS) Ph.D. program. The Ph.D. student-centric topology for quality Ph.D. programs was developed from a 2001 position statement by the American Association of Colleges of Nursing (AACN) regarding the quality indicators in research-focused doctoral programs in nursing. Topology components were tested using a survey instrument to establish their importance to the community of practice and their potential use to assess a Ph.D. program. Survey participants were asked to rank terms or concepts in a balanced incomplete block (BIB) design then rate, on a Likert-type scale, statements about the applicability of these terms or concepts to assessing a quality LIS Ph.D. program. Survey participants were from the Association for Library and Information Science Education (ALISE) Open Lib/Info Sci Education Forum jESSE Listserv. Of 225 survey participants affiliated with universities or schools from North America who submitted usable surveys, slightly less than two-thirds (64.4 %) were female while 35.5 % were male. Ninety-eight participants (43.6 %) were faculty, 114 (50.7 %) were Ph.D. students or candidates, and 13 (5.8 %) were in other roles. Statistical analysis of survey responses showed consistent results between the different demographic groups. The topology was validated by the results of the statistical analysis of the research data. Every component of the topology was acknowledged as very important to assess the quality of a LIS Ph.D. program. Faculty was the highest ranked item in the BIB analysis with a statistically significant difference (p < .0001) in the mean rank order from the next highest ranked item, Ph.D. students. The rank order from the BIB analysis was as follows: faculty, Ph.D. students, programs (courses) of study, teaching, learning environment, resources, and evaluation. Faculty was also the highest rated item in the Likert-type statement analysis.
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How we can help English language learners learn science standards while meeting the English language development standards for the Ontario-Montclair School DistrictNeer, Stacia Renee 01 January 2004 (has links)
This project addresses the needs of English language learners through the context of science. Included is a discussion on how people learn, effective science instruction, and strategies to support learning English in the classroom.
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